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Fine‐tuning Corrective Feedback
16 references·7 citing·31 second hop
Fine‐tuning Corrective Feedback (2001)Fine‐tuning Corrective FeedbackSecond Language Acquisition (2008)Second Language AcquisitionTHE ROBUSTNESS OF CRITICAL PERIOD EFFECTS IN SECOND LANGUAGE ACQUISITION (2000)THE ROBUSTNESS OF CRITICAL PE…Second language classrooms research on teaching and learning (1998)Second language classrooms re…RECASTS, REPETITION, AND AMBIGUITY IN L2 CLASSROOM DISCOURSE (1998)RECASTS, REPETITION, AND AMBI…Language Processing and Second Language Development (1998)Language Processing and Secon…Focus on form in classroom second language acquisition (1998)Focus on form in classroom se…CORRECTIVE FEEDBACK AND LEARNER UPTAKE (1997)CORRECTIVE FEEDBACK AND LEARN…How Languages Are Learned (1995)How Languages Are LearnedAttention and awareness in foreign language learning (1995)Attention and awareness in fo…Reflective Teaching in Second Language Classrooms (1994)Reflective Teaching in Second…Adverb placement in second language acquisition: some effects of positive and negative evidence in the classroom (1991)Adverb placement in second la…Talking to Learn: Conversation in Second Language Acquisition (1987)Talking to Learn: Conversatio…The Input Hypothesis: Issues and Implications (1986)The Input Hypothesis: Issues …Responding to Student Writing (1985)Responding to Student WritingINTERLANGUAGE (1972)INTERLANGUAGETHE SIGNIFICANCE OF LEARNER'S ERRORS (1967)THE SIGNIFICANCE OF LEARNER'S…The Role of Models and Error Correction in L2 Young Learners’ Noticing and Output (2015)The Role of Models and Error …Trends in Language Acquisition Research (2013)Trends in Language Acquisitio…Re‐engaging the interface debate: strong, weak, none, or all? (2013)Re‐engaging the interface deb…Learner‐Generated Noticing of Written L2 Input: What Do Learners Notice and Why? (2010)Learner‐Generated Noticing of…Feedback in L2 learning: Responding to errors during practice (2007)Feedback in L2 learning: Resp…Issues of Corrective Feedback in Second Language Acquisition (2004)Issues of Corrective Feedback…Fossilization: five central issues (2004)Fossilization: five central i…THEORETICAL BASES OF COMMUNICATIVE APPROACHES TO SECOND LANGUAGE TEACHING AND TESTING (1980)The Study of Second Language Acquisition (1996)On Discourse, Communication, and (Some) Fundamental Concepts in SLA Research (1997)Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do (2003)Some Universals of Grammar with Particular Reference to the Order of Meaningful Elements (1963)Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language (1989)A Cognitive Approach to Language Learning (1999)IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2 GRAMMAR (2006)The Effectiveness of Corrective Feedback in SLA: A Meta‐Analysis (2010)The Acquisition of Heritage Languages (2015)How To Do Things With Words (1975)The Preference for Self-Correction in the Organization of Repair in Conversation (1977)Principles and Practice in Second Language Acquisition (1983)The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing (2003)Current Issues in the Teaching of Grammar: An SLA Perspective (2006)Interaction and Second Language Learning: Two Adolescent French Immersion Students Working Together (1998)Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta‐analysis (2000)FREQUENCY EFFECTS IN LANGUAGE PROCESSING (2002)Three Approaches to Task-Based Syllabus Design (1992)Learning as dialogue: The dependence of learner autonomy on teacher autonomy (1995)Introduction: Investigating Form‐Focused Instruction (2001)Technophilia vs. Technophobia: A Preliminary Look at Why Second-Language Teachers Do or Do Not Use Technology in Their Classrooms (2000)Teachers' Narrative Inquiry as Professional Development (2002)Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education (2007)Motivation: Reopening the Research Agenda (1991)We Acquire Vocabulary and Spelling by Reading: Additional Evidence for the Input Hypothesis (1989)Second Language Acquisition and Universal Grammar (2003)A Transdisciplinary Framework for SLA in a Multilingual World (2016)Legislation by Hypothesis: The Case of Task-Based Instruction (2005)Selective Attention and Transfer Phenomena in L2 Acquisition: Contingency, Cue Competition, Salience, Interference, Overshadowing, Blocking, and Perceptual Learning (2006)Evidence on the Effectiveness of Comprehensive Error Correction in Second Language Writing (2011)
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References

  • 1986The Input Hypothesis: Issues and Implications3,032 cited
  • 1972INTERLANGUAGE2,961 cited
  • 1995How Languages Are Learned2,883 cited
  • 1998Focus on form in classroom second language acquisition2,572 cited
  • 1967THE SIGNIFICANCE OF LEARNER'S ERRORS2,551 cited
  • 1997CORRECTIVE FEEDBACK AND LEARNER UPTAKE2,269 cited
  • 1994Reflective Teaching in Second Language Classrooms1,775 cited
  • 2000THE ROBUSTNESS OF CRITICAL PERIOD EFFECTS IN SECOND LANGUAGE ACQUISITION1,431 cited
  • 1998Second language classrooms research on teaching and learning955 cited
  • 1998Language Processing and Second Language Development801 cited
  • 1995Attention and awareness in foreign language learning776 cited
  • 1985Responding to Student Writing763 cited
  • 1987Talking to Learn: Conversation in Second Language Acquisition730 cited
  • 1998RECASTS, REPETITION, AND AMBIGUITY IN L2 CLASSROOM DISCOURSE718 cited
  • 1991Adverb placement in second language acquisition: some effects of positive and negative evidence in the classroom708 cited
  • 2008Second Language Acquisition

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672 cited

Cited by

  • 2013Trends in Language Acquisition Research96 cited
  • 2007Feedback in L2 learning: Responding to errors during practice67 cited
  • 2004Fossilization: five central issues54 cited
  • 2013Re‐engaging the interface debate: strong, weak, none, or all?49 cited
  • 2004Issues of Corrective Feedback in Second Language Acquisition42 cited
  • 2010Learner‐Generated Noticing of Written L2 Input: What Do Learners Notice and Why?25 cited
  • 2015The Role of Models and Error Correction in L2 Young Learners’ Noticing and Output22 cited